Clarke High School Advisory Mission Statement
"Kids don't care how much you know until they know how much you care."-(John Wooden)
The mission of the Clarke High School Advisory program is to promote and provide a strong network of support and communication led by a committed Advisor. Advisory activities will guide and monitor personal and academic growth, promote a sense of social engagement and foster community responsibility to help each student attain his/her potential to make a living, a life and a difference.
Page 1June, 2013
The Clarke High School Portfolio and Senior Presentation
Background:
After several years of small steps and continued critiquing/changes, in 2007, Clarke Community School Board voted the High School Portfolio/Senior Presentation as mandatory requirements for graduation from Clarke High School. Starting the 2011-12 year, the board voted to grade and assign credit for advisory; students earn ¼ credit for each year of the portfolio/advisory participation, which includes the Senior Presentation.
What is a portfolio?
A portfolio is a collection of work from all areas of a student’s education. It should reflect what the student has learned and his/her best efforts as well as what has challenged him/her the most. It should also reflect what the student is most proud of, even if it did not earn an ‘A’ or another award. It will also contain other artifacts representing a student’s life in and out of school: community service, extra curricular activities, jobs, church, etc. Portfolios are used in the post secondary world of education as well as business, technology and fine arts. In short, they are relevant in today’s society.
Background information and research:
In looking at models from all over the United States, including Iowa, it is apparent that portfolios serve to bridge the gaps between grade reports and in-class tasks; and between students and parents/ parents and teachers. They give concrete ‘proof’ of a students’academicsand other life experiences from which they learn. They are used with student-led conferences and show proof of a student’s performance in any or all classes and/or activities. Portfolios are not new ideas; they have proven their usefulness through the years. The Clarke Portfolio/Senior Presentation represent a hybridof ideas and input based on the needs of our students, it reinforces the importance of the Core Curriculumand encourages Relationships, Rigor and Relevance throughout high school.
Why the high school portfolio/ senior presentation?
-The biggest complaint we hear from students is ‘this class material does not pertain to me and what I want to do with my life’. A portfolio will reflect each student’s career pathway as well as show mastery of essential or core learnings.
-The second biggest complaint is from seniors who feel they are ‘trapped’ in school. They only need a few credits to graduate, but they don’t want to enroll in any of the remaining electives. The project is a way to focus, especially that final semester, on connecting to real college experiences, vocational experiences, other postsecondary option experiences and/or the world of work.
-The senior project is the final ‘test’ of 13 years of education. It incorporates research, writing, job shadows, internships, mentors, and a presentation. It shows the application of knowledge.
-A student’s work is a bigger reflection of his or her education, it fills in the information that test scores do not show.
- A senior portfolio/presentation is the ultimate accountability tool for education. If properly completed, the portfolio and presentation will highlight all aspects of a student’s education and reveal more about each student, as well as help form better bonds among the supporting cast: teachers, curriculum, parents, and the community.
Page 1June, 2013
Grading for Advisory 9 – 12
Grade cutoffs: (common grading scale)
94.5 – 100 A
89.5 – 94.4 A-
87.5 – 89.4 B+
84.5 – 87.4 B
79.5 – 84.4 B-
77.5 – 79.4 C+
74.5 – 77.4 C
69.5 – 74.4 C-
67.5 – 69.4 D+
64.5 – 67.4 D
59.5 – 64.4 D-
Below 59.5 F
Categories:
Attendance/participation
40%
3 points--present and working
2 points--tardy and working
1 point--present but not participating
0 points--unexcused absence
*It is recommended that the attendance/participation be entered on a daily or weekly basis—NOT as a lump sum at the end of the quarter.
Checklist
60%
Change to a 5 point scale
5 points--time final draft
4 points--on time-needs some corrections
3 points--within 1 week late and a final draft
2 points--not finished until end of Q
1 point--artifact and no reflection or the reverse
0 pints--not in
*It is recommended that the Checklist items be entered individually—NOT as a lump sum at the end of the quarter.
Unusual circumstances should be individually discussed with the administration.
Page 1Revised June, 2013
Clarke Advisory Program:
Advisor/Student Roles, and Grade Level Focus and Benefits
Freshman
Focus: Who Am I?
Advisor Roles
- Build relationship with student(s) and is bridge to parents
- Serve as student advocate
- Encourage/celebrate differences of mixed group
- Facilitates/supports activities
- Monitor grades/attendance through JMC
- Is each advisee on track to graduate?
- Check portfolio pieces in a timely manner, give feedback and send to second reader.
Student Roles
- Relationship building with peers
- Relationship building with community
- Understand role of community (CCIA Program/Speakers-Osceola Chamber of Commerce)
- Introduced to clubs and other school activities (Freshman Orientation)
- Discover how to be successful in high school
- Understand/identify personal strengths and weaknesses
- Identify volunteerism/service opportunities and benefits
- Monitor grades
- Begin portfolio process
- Continue “I Have a Plan Iowa”
- Begin to hone 21st Century Skills
- Celebrate your successes!
Sophomore
Focus: Where Am I Going?
Advisor Roles
- Continues to build relationship with student(s) and is bridge to parents
- Continues to serve as student advocate
- Continues to encourage/celebrate differences of mixed group
- Facilitates/supports activities
- Examine/encourage choices in academics and activities
- Monitor grades/attendance through JMC
- Explain/guide in career speaker choices
- Is each advisee on track to graduate?
- Check portfolio pieces in a timely manner, give feedback, and send to second reader.
Student Roles
- Continue/expand relationship building with peers/mixed group
- Continue/expand relationship with community
- Research options for career goals
- Make more informed choices in academics/activities
- CCIA Step 2 (Tour of Osceola)
- Learn to self-evaluate work, goals, and citizenship
- Build transcript/resume
- Continue to add to portfolio
- Celebrate your successes!
Junior
How Am I Going to Get There?
Advisor Roles
- Continues to build relationship with student(s) and is bridge to parents
- Continues to serve as student advocate
- Continues to encourage/celebrate differences of mixed group
- Facilitates/supports activities
- Closely monitor grades/attendance through JMC
- Examine/encourage choices in academics and activities
- Explain/guide in career speaker choices
- Is each advisee on track to graduate?
- Check portfolio pieces in a timely manner, give feedbackand send to second reader.
Student Roles
- Show clearer understanding of pathway and goals
- Know strengths and weaknesses in personal and academic skills
- Deeper research on after high school options: jobs, vocational programs, military, and/or college
- Continue building transcript/ resume
- Add meaningful/thoughtful material to portfolio
- Celebrate your successes!
Senior
Am I Ready?
Advisor Roles
- Closely monitor grades/attendance through JMC
- Continues to build relationship with student(s) and is bridge to parents
- Continues to serve as student advocate
- Continues to encourage/celebrate differences of mixed group
- Facilitates/supports activities
- Serve as guide and cheerleader for graduation!
- Check portfolio pieces in a timely manner, give feedbackand send to second reader.
Student Roles
- Totally focus on future: work, school, military, etc.
- Further career exploration
- Prove financial literacy (Everfi)
- Finalize the pieces of the portfolio
- Understand portfolio use: documentation for interviews, scholarships, and employment
- Brainstorming, outlining, and implementing the senior presentation
- Celebrate your success!
Page 1Revised June, 2013
Career Pathway Descriptions
Social, Human, and Government
Do you enjoy…
Helping others learn new things or acquire information?
Getting along with a variety of people?
Helping others, giving information, and/or providing aid?
Reading about or study how society works?
Sharing ideas with others?
Home, Health, and Recreation
Do you…
Have a desire to help people?
Value a healthy body for yourself and others?
Enjoy searching for answers to physical and mental human problems?
Have good eye, hand, and finger dexterity?
Enjoy working as a member of a team?
Feel fascinated by the human body and its workings?
Arts and Communications
Are you creative?
Are you innovative?
Are you flexible?
Agriculture and Natural Resources
Do you enjoy working outdoors with plants or animals?
Would you rather accomplish specific tasks than to simply discuss or theorize about them?
Do you enjoy doing mechanical or physical tasks?
Industrial Technology and Engineering
Do you…
Enjoy solving problems using facts and judgment?
Like to work with objects and determine how they work?
Do you like to work with your hands, assembling, building, or repairing things?
Business and Marketing
Are you seen as a leader by your peers?
Do you enjoy planning and directing the activities of an organization?
Do you prefer directing the work of others or having others direct your work?
Have you ever been told that you are very persuasive and can convince others of your point of view?
Do you prefer your work to be structured with clear guidelines?
Page 1Revised June, 2013
Tips/Formatting Portfolio Pieces
- Student name, date of artifact and advisor name should be on each piece!
- Use current (dated) templates only! Old copies need to be deleted.
- All typed pieces should be 12 point, plain font. (Palatino, Times, Cambria, etc.)
- Remain consistent as possible in style and font throughout each year.
- Use complete, well-written sentences.
- No spelling errors; all students know how to use spell check/grammar check.
- Must use Standard English, formal style. They have been taught these rules in English classes. (May only use 1st person in reflections, e.g. I, me, myself, we, us and no use of second person pronouns- ‘you/your’.)
- Answer questions presented for each type of artifact
- Follow directions on artifact templates.
- When in doubt—ask!
Page 1Revised June, 2013
Academic and Personal Artifact
Examples-not all-inclusive
Academic
- Honor roll (highlight your name)
- Tests
- Artwork samples
- Reports/essays/projects
- Copy of PowerPoint presentation
- Pictures of sewing, cooking, band/choir practice or lessons, carpentry, Ag, Industrial Tech,
- Any assignment that shows challenge or improvement.
- Academic certificates
Jobs/Skills
- Picture of you on the job
- Job shadow picture or evaluation
- Pictures of you working in your vocational area
- Copy of job name tag
- CPR training card
- Work place evaluation or proof of pay increase
- Pictures or projects that show collaboration/teamwork.
- Pictures/programs from performances
- Any certificate of achievement
Personal/Social
- Newspaper articles about you
- Pictures of yourself, family, friends, etc.
- Pictures of hobbies or home projects
- Church group activities/pictures
- Vacation pictures or information
- Camp brochure/picture
- Ribbons from competitions
Page 1Revised June, 2013
NOTE TO ADVISORS: Please share any site(s) specific to your area of expertise.
FRESHMAN WEBSITES
Multiple Intelligence Test
“visit the site” http/ (watch video explaining the Multiple Intelligences)
Choose: Assessment-Here is an interactive Form
I Have a Plan
NOTE: Before printing, copy and paste relevant information to a Word Document as some of these articles are quite lengthy.
After high school/Career research sites
(this one is very good-breaks the job markets down state-by-state)
SOPHOMORE WEBSITES
Princeton Review Career Quiz
REGISTER
Click on careers (middle-right on the page)
Five minute test
Print out
Personality Type Printout
(type in name)
I Have a Plan
NOTE: Before printing, copy and paste relevant information to a Word Document as some of these articles are quite lengthy.
After high school/Career research sites
(this one is very good-breaks the job markets down state-by-state)
JUNIOR WEBSITES
I Have a Plan
NOTE: Before printing, copy and paste relevant information to a Word Document as some of these articles are quite lengthy.
After high school/Career research sites
(this one is very good-breaks the job markets down state-by-state)
Any college or vocational websites
SENIOR WEBSITES
I Have a Plan
NOTE: Before printing, copy and paste relevant information to a Word Document as some of these articles are quite lengthy.
After high school/Career research sites
(this one is very good-breaks the job markets down state-by-state)
Any college or vocational websites
Page 1Revised June, 2013
Personal Artifact Reflection
Name:
Advisor:
Date: (month and year)
Title or Description of Artifact:
Write at least five complete, well-written sentences for each question.
1.How does this artifact show the purpose of your portfolio? How might it show dedication to family/friends, school, work, hobby and/or community?
2.Personal Reflection: Why did you choose this artifact? What have you learned from this experience(s)? What life lessons/life’s skills have you gained?
Page 1Revised June, 2013
Academic Artifact Reflection
Name:
Advisor:
Date: (month and year)
Class Name:
Write at least five complete, well-written sentences for each question.
- Describe the assignment, including the tools/technology, process, and the teacher’s lesson objectives.
- Write about what you specifically learned from this assignment. Describe the specific knowledge/skills you acquired. What prior knowledge/skills did you need to complete the assignment?
- Evaluate your performance: Why did you choose this artifact above others? Identify what you did well and what you could improve. What are you going to do with this knowledge/skill; how might you transfer this knowledge/skill to other academic and/or personal situations?
Page 1Revised June, 2013
Grade Level Summaries
(Double space, use a plain font, minimum 350 words, Standard English, formal style and use paragraphs.) These summaries are more than a listing of classes; reflect on what you have learned from all activities. The following questions may help as you write, but you do NOT need to answer each one.
1.Which classes did you like the best and why.
2. Which classes were easiest for you?
3. Did you develop any relationships with teachers this year?
4. What were/are the highlights of your life this year? (Think outside of school, community, vacations, job, etc.)
5. What were some of the negative happenings, or challenges you faced?
6. What were some strengths you developed this year?
7. What were weaknesses that may have kept you from achieving your best?
8. Did you give your best efforts in classes?
9. Did you really put good effort into your ITEDs/standardized tests? Why or why not?
10. What extracurricular/club/service projects did you join and what did you learn from them?
11. Did you have a job outside of school? Did it help/hurt your school work?
12. What would you do over again?
Page 1Revised June, 2013
Career Speaker Information and Reflections
(Grades 10,11,12)
Student Name and Advisor______
Date ______
Name of Speaker______
Occupation______
Write at least two complete, well-written sentences per question and follow the rules for formal writing.
Complete the first and last bulleted items before attending the speaker session.
•What were your expectations about this job before you heard the presenter?
•What, if anything, changed your mind about this job/career? (education requirements, physical activity, travel, benefits, etc.)
• Name at least one other occupation that relates to this field of work and describe how it relates.
• What core areas, electives and/or activities should you concentrate on in high school to prepare for a career in this field? Where can you receive more education/training for this work?
• What question(s) did you or classmates have for the presenter? What questions do you still have for this speaker?
Page 1Revised June, 2013
Career/College/Training Research and Reflection
(After high school options included in 9th, 10th, 11th, 12th)
Student Name and Advisor
“Title of Article”
Author and or sponsoring group (Pioneer Seeds)
Date of publishing, or acquired from Internet
Part I-Article Summary
This part should be several sentences and must include important information!
Think: Who, What, When, Where, Why. (Anyone reading the summary should be able to outline the main ideas.)
Part 2-Your Reflection/opinion
You may use first person pronouns for this section (I, me). This section should also be several sentences and reflect thoughtful ties to the article.
Think: How does this information apply to you? What did you learn? How do you compare/contrast this new information with what you already know or have learned from other articles or career speakers. Did this information help you with any future decisions?
Note: Each of the parts should be about 150-200 well-written words. Please delete instructions before typing your summary and reflection.
Page 1Revised June, 2013
Freshman Goal Sheet
This year the two classes I will have to work hardest in are:
- ______
- ______
I plan to be involved in the following activities: